Have You Considered Integrating PCMH and GME?

In response to market pressures that are compelling health systems to demonstrate the value of healthcare, innovative care delivery models – such as the patient-centered medical home (PCMH) – have emerged.  Concurrently, graduate medical education (GME) programs are rethinking traditional curricula and developing methods to train the next generation of physicians to work within these new models of care delivery.  True, this educational transformation began in response to changes in the Accreditation Council for Graduate Medical Education’s (ACGME’s) requirements; but where some health systems see obligation, others see opportunity.  In fact, forward-thinking organizations are integrating PCMH concepts into the clinical training environment to foster evolving medical practices and contemporary curricula by teaching PCMH tools.

For any health system that participates in GME and is engaged in PCMH implementation, the challenge of adapting to new educational models related to patient-centered care can be mitigated by partnership and cooperation.  Both the health system and the GME programs will benefit by collaborating, aligning incentives, and engaging in coordinated planning efforts.  Doing so may support broader efforts related to accountable care, clinical integration, and the improvement of health outcomes for the community.  Furthermore, failure to consider potential alignment opportunities between PCMH concepts and GME may place an organization at risk of having strategies that are divergent or – worse – conflicting.  And that’s to say nothing about duplication of effort and increased resource consumption in a time when the focus is on providing high-quality, cost-effective care.

Coordinated planning efforts may also help mitigate implementation challenges by leveraging the GME programs as learning laboratories in an environment that offers flexibility to test, perfect, and facilitate change through teaching.  The disruption to physicians and patients often caused by any sizable change – particularly in practices adopting the PCMH model – indicates that the transformation must be thoughtfully planned and implemented.  One solution to mitigate this disruption is a proactive approach of change management that occurs during medical education, ensuring that future physicians have the proper skills and the requisite level of engagement needed to sustain and improve upon the model in the future.

This entry was posted in GME, Patient-Centered Care and tagged , , , , by Michelle Wilkinson. Bookmark the permalink.

About Michelle Wilkinson

As a member of ECG’s Academic Healthcare Division, Michelle focuses on addressing those healthcare issues related to the tripartite mission of educational, clinical, and research enterprises. At ECG, Michelle has assisted clients with a variety of projects, including strategic planning, financial modeling, and alignment/integration. Most recently, she has served in an interim management capacity to develop the infrastructure necessary to support a centralized academic affairs function for a multistate community academic health system. Michelle also has experience in the Lean methodology and is a certified Six Sigma Green Belt. She has led cross-functional teams in process redesign and curriculum development. Prior to joining ECG, she completed an administrative fellowship at UNC Health Care System, focusing her efforts on program planning. Michelle holds a master of science degree in public health, with a concentration in health policy and management, from The University of North Carolina at Chapel Hill and a bachelor of arts degree in environmental science and public policy, with a focus in health policy, from Harvard University.

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